INTERMEDIATE QUALIFICATION

PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE CAPABILITY PLANNING, PROTECTION AND OPTIMIZATION CERTIFICATE SYLLABUS The Swirl logo is a trade mark of the Cabinet Office ITIL is a registered Trade Mark of the Cabinet Office Page 2 of 21

Contents PLANNING, PROTECTION AND OPTIMIZATION CERTIFICATE 4 Target Candidate 4 Prerequisite Entry Criteria 5 Eligibility for Examination 5 Syllabus at a Glance 6 Learning Unit PPO01: Introduction to planning, protection and optimization 6 Learning Unit PPO02: Capacity 6 Learning Unit PPO03: Availability 6 Learning Unit PPO04: IT service continuity (ITSCM) 6 Learning Unit PPO05: Information security 6 Learning Unit PPO06: Demand 7 Learning Unit PPO07: Planning, protection and optimization roles and responsibilities 7 Learning Unit PPO08: Technology and implementation considerations 7 QUALIFICATION LEARNING OBJECTIVES 8 Level of Difficulty 9 Planning, Protection and Optimization Syllabus 11 Lecture and exercises 20 Format of the Examination 20 Approved Delivery Structure 20 Terminology List 21 Page 3 of 21

THE ITIL INTERMEDIATE QUALIFICATION: PLANNING, PROTECTION AND OPTIMIZATION CERTIFICATE The ITIL Intermediate Qualification: Planning, Protection and Optimization (PPO) Certificate is a freestanding qualification, but is also part of the ITIL Intermediate Capability stream, and one of the modules that leads to the ITIL Expert Certificate in IT Service Management. The purpose of this training module and the associated exam and certificate is, respectively, to impart, test, and validate the knowledge on industry practices in service as documented in the ITIL Service Lifecycle core publications. The ITIL Certificate in Planning, Protection and Optimization is intended to enable the holders of the certificate to apply PPO practices during the service lifecycle and specifically in the following key ITIL process and role areas: Capacity Availability IT service continuity (ITSCM) Information security Demand Target Candidate The target group of the ITIL Intermediate Qualification: Planning, Protection and Optimization Certificate includes, but is not restricted to: IT professionals Business managers Business process owners Individuals who require a deep understanding of how the ITIL Certificate in the Planning, Protection and Optimization processes may be used to enhance the quality of IT service support within an organization IT professionals who are working within an organisation that has adopted and adapted ITIL, and who need to be informed about, and thereafter contribute to, an ongoing service improvement programme Operational staff involved in capacity, availability, ITSCM, information security, and demand, and who wish to enhance their role-based capabilities Individuals who have attained the ITIL Foundation Certificate in IT Service Management and wish to advance to higher level ITIL certifications Individuals seeking the ITIL Expert Certificate in IT Service Management for which this qualification can be one of the prerequisite modules Individuals seeking progress toward the ITIL Master Certificate in IT Service Management for which the ITIL Expert is a prerequisite. Page 4 of 21

Prerequisite Entry Criteria Candidates wishing to be trained and examined for this qualification must already hold the ITIL Foundation Certificate in IT Service Management which must be presented as documentary evidence to gain admission Candidates who hold the following ITIL qualifications are also eligible, and similar evidence will be required: Earlier ITIL (V2) Foundation plus Foundation Bridge ITIL Expert Certificate in IT Service Management (achieved via Service Manager or Practitioner bridging routes). It is recommended that candidates: Can demonstrate familiarity with IT terminology and understand the context of planning, protection and optimization in their business environment. Have exposure to working in a service capacity within a service provider environment, and have responsibility for at least one of the following processes: Capacity Availability IT service continuity Information security Demand Before attending training for the certification it is also strongly recommended that candidates read the ITIL Service Lifecycle core publications and, in particular, the ITIL Service Design publication. Eligibility for Examination To be eligible for the examination leading to the ITIL Planning, Protection and Optimization Certificate, the candidate must fulfil the following requirements: Have undertaken at least 30 contact hours (hours of instruction, excluding breaks, with an Accredited Training Organisation (ATO) or an accredited e-learning solution) for this syllabus, as part of a formal, approved training course/scheme 2 to 4 years professional experience working in IT service is highly desirable Hold the ITIL Foundation Certificate in IT Service Management (or other appropriate earlier ITIL and bridge qualifications see Prerequisite Entry Criteria on p5) It is also recommended that candidates should complete a minimum of 12 hours of personal study, reviewing the syllabus and the pertinent areas within the ITIL Service Design core guide, specifically Chapter 2: Service as a practice. Page 5 of 21

Syllabus at a Glance Learning Unit PPO01: Introduction to planning, protection and optimization Bloom s Level 2 Objectives Full understanding of PPO terms and core concepts. The value to the business of PPO activities The lifecycle within the PPO context The purpose and objective of service design as it relates to PPO The basic service design principles Learning Unit PPO02: Capacity Bloom s Level 4 Objectives The knowledge, interpretation and analysis of capacity principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. The end-to-end process flow for capacity, including its design strategy, components, activities, roles and operation, organizational structure and its interfaces with other processes A measurement model and the metrics that would be used to support capacity within PPO practices The benefits and business value that can be gained from capacity Learning Unit PPO03: Availability Bloom s Level 4 Objectives The knowledge, interpretation and analysis of availability principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. The end-to-end process flow for availability, including its design strategy, components, activities, roles and operation, organizational structure and its interfaces with other processes The benefits and business value that can be gained from availability A measurement model and the metrics that would be used to support availability within PPO practices Learning Unit PPO04: IT service continuity (ITSCM) Bloom s Level 4 Objectives The knowledge, interpretation and analysis of ITSC principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. The end-to-end process flow for ITSCM, including its design strategy, components, activities, roles and operation, organizational structure and its interfaces with other processes The four stages of ITSCM (i.e. initiation, requirements and strategy, implementation and on-going operation) and how each can be used to support PPO A measurement model and the metrics used to support ITSCM within PPO practices The benefits and business value that can be gained from ITSCM Learning Unit PPO05: Information security Bloom s Level 4 Objectives The knowledge, interpretation and analysis of information security principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. The end-to-end process flow for security, including its design strategy, components, activities, roles and operation, its organizational structure and its interfaces with other processes A measurement model and the metrics that would be used to support security within PPO practices The benefits and business value that can be gained from security Page 6 of 21

Learning Unit PPO06: Demand Bloom s Level 4 Objectives The knowledge, interpretation and analysis of demand principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. The end-to-end process flow for demand, including its design strategy, components, activities, roles and operation, organizational structure and its interfaces with other processes Activity-based demand as it relates to business and user activity patterns and how these contribute to core and service packages The benefits and business value that can be gained from demand in support of PPO Learning Unit PPO07: Planning, protection and optimization roles and responsibilities Bloom s Level 4 Objectives The knowledge, interpretation and analysis of organizational roles, principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. The roles and responsibilities related to capacity, availability, ITSCM and information security, how they fit and are used within the service design organization to support PPO. Learning Unit PPO08: Technology and implementation considerations Bloom s Level 4 Objectives The knowledge, interpretation and analysis of technology and implementation principles, techniques and relationships and their correct application to enable effective services planning, protection and optimization. Service tools, where and how they can be used within PPO for process implementation The types of tools that support service design as related to PPO. What best practices should be used in order to alleviate challenges and risks when implementing service technologies and designing technology architectures. Page 7 of 21

Qualification Learning Objectives Candidates can expect to gain competencies in the following areas upon successful completion of the education and examination components related to this certification: Service design in PPO and lifecycle context Processes across the service lifecycle pertaining to the practice elements within planning, protection and optimization Capacity as a capability to realize successful service design Availability as a capability to realize successful service design IT service continuity as a capability to support overall business continuity Information security as part of the overall corporate governance framework Planning, protection and optimization roles and responsibilities Technology and implementation considerations Organizational roles relevant to PPO And specifically in the following key ITIL process and role areas:- Capacity Availability IT service continuity Information security Demand Challenges, critical success factors and risks for planning, protection and optimization In addition, the training for this qualification should include examination preparation, including an opportunity for a mock examination. Page 8 of 21

Level of Difficulty All ITIL service qualifications use the Bloom s taxonomy in both the construction of the learning units and in the examination which is based on this syllabus. A learning taxonomy is a scale of the degree of difficulty in the learning process. These levels apply to the cognitive, affective and psychomotor domains of learning but, in the ITIL Qualification Scheme, we deal only with the cognitive sphere. Bloom defines six levels of learning in the COGNITIVE domain which are both sequential and cumulative. They move from the simple to the complex. This implies that in order to achieve the sixth level of learning, for example, the instructor must ensure that the previous five levels have been mastered. Level 1 - The KNOWING level: The candidate is able to bring to mind or remember the appropriate material. The examination questions associated with this level tax the candidate s memory and include such tasks as defining, recalling, listing, recognizing, describing and naming. Level 2 - The COMPREHENDING stage: The candidate is able to understand or grasp the meaning of what is being communicated and make use of the idea without relating it to other ideas or materials and without seeing the fullest possible meaning or translation of the idea. Examination questions at this level would include scenarios giving examples of, illustrating, inferring, summarizing and interpreting. These actions involve the knowing which has taken place at the first level. Level 3 - The APPLYING level: The candidate should be able to use ideas, principles and theories in new, particular and concrete situations. Examination questions at this level involve both knowing and comprehension, and might include choosing appropriate procedures, applying principles, using an approach or identifying the selection of options. Level 4 - The ANALYSING level: The candidate is able to break down a communication (rendered in any form) into constituent parts in order to make the organization and significance of the whole clear. Breaking down, discriminating, diagramming, detecting, differentiating and illustrating are important tasks at this level and can be seen to include the previous levels of knowing, comprehending and applying. Here the significance of the constituent parts of an entity are examined in order to understand the whole more fully. Level 5 - The SYNTHESIS level: At this level the candidate is able to put back together again the various parts or elements of a concept into a unified organization or whole. This putting together again and making sense of small parts is a crucial factor in intelligence and learning. Examination questions at this level would include scenarios involving creating, writing, designing, combining, composing, organizing, revising and planning. In order for this level of learning to occur, it must include the first four levels knowing, comprehending, analysing and applying. This level of learning is probably the most intense and exciting for the candidate. Level 6 - The EVALUATING phase: In this phase the candidate is able to arrive at an overview and to judge the value and relative merit of ideas or procedures by using appropriate criteria. At this level of learning the candidate will be able to compare, judge, appraise, justify, criticize and contrast theories, procedures, methods and concepts. This level involves mastery of the five previous levels of knowing, comprehending, applying, analysing and synthesizing. For the purposes of the ITIL Qualifications Scheme, the Bloom s level will appear in each syllabus module to identify the highest level of cognitive difficulty that the course content should deliver in order to meet the learning outcome and ensure the competence required to meet the examination level of difficulty. Page 9 of 21

The following table illustrates the use of the taxonomy in ITIL professional qualifications. Bloom s Levels and taxonomy 1. Knowing 2. Comprehending Used by ITIL certification ITIL service Foundation Level Intellectual activity in learning outcome and exam proficiency The ability to recall, recite, name, and understand the meaning of ITIL terminology and basic practice fundamentals. Vernacular examples used in Syllabus: Understand; describe; identify 3. Applying 4. Analysing ITIL service Lifecycle Stream Capability Stream Managing Across the Lifecycle The ability to use the practices and concepts in a situation or unprompted use of an abstraction. Can apply what is learned in the classroom in workplace situations. Can separate concepts into component parts to understand structure and can distinguish between facts and inferences. Vernacular examples used in Syllabus: Analyse; demonstrate; apply; distinguish; justify; produce; decide 5. Synthesis 6. Evaluating ITIL service Managing Across the Lifecycle level 5 only ITIL Master The ability to create patterns or structure from composite elements to achieve a new meaning or outcome. Can make judgements, weigh options of ideas and elements to justify and support an argument or case. Vernacular examples used in Syllabus: Evaluate; justify; summarize; plan; modify; manage; control Intermediate stream qualifications will examine according to the Bloom s level assigned to each syllabus learning unit within each of the service lifecycle and service capability streams. This means that a candidate must be prepared to be tested up to and including that level for any question related to that learning unit or units. The examination format of complex multiple choice will offer a scenario and questions with a corresponding series of possible answers. Each is constructed to test a candidate s competency up to and including the Bloom s level associated with the syllabus learning unit that the question is mapped to. Instructors should ensure that the module curriculum offers discussion, practical exercises and instruction that will ensure the candidate has the competence required to meet the exam level of difficulty. The intermediate modules are expected to provide a practical level of proficiency to enable a candidate to utilize the knowledge learned in their work environment. The examinations test a level of proficiency that allows candidates to apply the knowledge learned in the course to correctly select the correct sequence of possible answers. Page 10 of 21

Planning, Protection and Optimization Syllabus The ITIL Intermediate Qualification: Planning, Protection and Optimization Certificate is awarded to those who complete the following eight units of study described below and successfully pass the relevant multiple-choice examination. Core guidance references with publication reference (SS ITIL Service Strategy, SD ITIL Service Design, ST ITIL Service Transition, SO ITIL Service Operation, CSI ITIL Continual Service Improvement) and section numbers are included along with indicative contact study hours. The contact hours are shown in each learning unit and are suggested to provide adequate time to cover the core guidance content. However, Accredited Training Organisations (ATOs) are encouraged to combine or re-order the learning units in any way that suits the flow of their courseware content delivery. All ATOs must ensure, however, that the minimum contact hours for eligibility for examination are met. Section numbers are indicated as chapter. section. subsection (X.X.X). Unless otherwise indicated instructional coverage of the content of the entire section referenced is assumed. The process-related learning units cover the day-to-day operation of the ITIL processes, but exclude aspects such as implementing the processes, which are covered in the Service Lifecycle modules. The process-related units should be considered from the practitioner perspective and should impart the skills and knowledge needed to execute the activities on a daily basis. For each process, all sub-sections in the book should be covered, with a particular focus placed on the end-to-end process flow. Candidates must understand the details of each process activity, along with associated methods and techniques. The recommended number of contact hours for each process-related learning unit should be taken as a guide to the level of detail that can be achieved. In addition, the training for this qualification should include examination preparation, including a mock examination opportunity. Page 11 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO01 Introduction This learning unit of this course provides an introduction to the core concepts and terminology used in the lifecycle stages that are related to PPO. These include select processes from service design and the service strategy. PPO is a collection of relevant practices from the core guidance that are related to service optimization and, security and the related planning in support of this. The relevant introduction to PPO includes the basic purpose and objective from service design and service strategy in support of PPO within a lifecycle context. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand and describe: Purpose and objectives and value of service design Core Guidance References - SD 1.1 The lifecycle in context Core Guidance References - SD 1.2 Service design basics Core Guidance References - SD 3.1 The interfaces of design coordination with other processes related to PPO Core Guidance References SD 4.1.6.4 Contact hours recommended 1.0 Up to Bloom s level 2 Knowing and Comprehending The ability to recall, recite, name and understand the meaning of ITIL terminology and basic practice fundamentals. Page 12 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO02 Capacity This learning unit addresses how the process of capacity contributes to PPO practices. The lifecycle phase emphasized in this unit is service design. It provides a complete overview of the objectives, scope and importance of capacity as a process to generate business value. Capacity policies, principles, concepts, activities, methods and techniques are explained in relationship to PPO practices. Efficient use of capacity metrics are reviewed in this unit. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: The purpose and objectives of capacity Core Guidance References - SD 4.5.1 The scope of capacity Core Guidance References - SD 4.5.2 The importance of capacity as a process to generate business value Core Guidance References - SD 4.5.3 Capacity policies, principles and basic concepts Core Guidance References - SD 4.5.4 The main activities, methods and techniques that enable capacity, and how they relate to planning, protection and optimization Core Guidance References - SD 4.5.5 The triggers, inputs, outputs and interfaces of capacity and its interfaces with other processes Core Guidance References - SD 4.5.6 The capacity information system and its role in information Core Guidance References SD 4.5.7 How the critical success factors and key performance indicators can be used to demonstrate the efficiency and effectiveness of successful capacity Core Guidance References - SD 4.5.8 Challenges and risks of capacity Core guidance references SD 4.5.9 Contact hours recommended 4.0 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to capacity. Page 13 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO03 Availability This learning unit addresses how the process of availability contributes to PPO practices. It provides a complete overview of the objectives, scope and importance of availability as a process to generate business value. Availability policies, principles, concepts, activities, methods and techniques are explained in relationship to PPO practices. Efficient use of availability metrics are reviewed in this unit. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: The purpose and objectives of the process Core Guidance References - SD 4.4.1 The scope of the process Core Guidance References - SD 4.4.2 The importance of availability as a process to generate business value Core Guidance References - SD 4.4.3 Availability policies, principles and basic concepts Core Guidance References - SD 4.4.4 The main activities, methods and techniques that enable availability and how they relate to planning, protection and optimization Core Guidance References - SD 4.4.5 The triggers, inputs, outputs and interfaces of availability, and its interface with other processes Core Guidance References - SD 4.4.6 How availability relates to information Core Guidance References SD 4.4.7 How the critical success factors and key performance indicators can be used to demonstrate the efficiency and effectiveness of successful availability Core Guidance References - SD 4.4.8 Challenges and risks of availability Core guidance references SD 4.4.9 Contact hours recommended 5.0 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to availability. Page 14 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO04 IT service continuity This unit covers the IT service continuity (ITSCM) process and how it contributes to PPO. It provides a complete overview of the objectives, scope and importance of IT service continuity as a process to generate business value. IT service continuity policies, principles, concepts, activities, methods and techniques are explained in relationship to PPO practices through each of the four stages of the ITSCM lifecycle. Efficient use of IT service continuity metrics are reviewed in this unit. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: The purpose and objectives of the process Core Guidance References - SD 4.6.1 The scope of the process Core Guidance References - SD 4.6.2 The importance of ITSCM as a process to generate business value Core Guidance References - SD 4.6.3 ITSCM policies, principles and basic concepts Core Guidance References - SD 4.6.4 The main activities, methods and techniques that enable ITSCM, and how they relate to planning, protection and optimization, particularly stages 1-4 of the ITSCM lifecycle: Initiation Core Guidance References - SD 4.6.5.1 Requirements and strategy Core Guidance References - SD 4.6.5.2 Implementation Core Guidance References - SD 4.6.5.3 Ongoing operation Core Guidance References - SD 4.6.5.4 Invocation of ITSCM Core Guidance References SD 4.6.5.5 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to ITSCM. The triggers, inputs, outputs and interfaces of ITSCM, and its interface with other processes Core Guidance References - SD 4.6.6 Information for ITSCM Core guidance references SD 4.6.7 How the critical success factors and key performance indicators can be used and applied to demonstrate the efficiency and effectiveness of successful IT service continuity Core Guidance References - SD 4.6.8 Challenges and risks of ITSCM Core guidance references SD 4.6.9 Page 15 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO05 Information security Contact hours recommended 5.0 This learning unit covers how information security (ISM) process contributes to planning, protection and optimization practices. It provides a complete overview of the objectives, scope and importance of information security as a process to generate business value. Information security policies, principles, concepts, activities, methods and techniques are explained in relationship to PPO practices. Efficient use of information security metrics are reviewed in this unit. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: The purpose and objectives of the process Core Guidance References - SD 4.7.1 The scope of the process Core Guidance References - SD 4.7.2 The importance of information security as a process to generate business value Core Guidance References - SD 4.7.3 Information security policies, principles and basic concepts Core Guidance References - SD 4.7.4 The main activities, methods and techniques that enable this process and how they relate to planning, protection and optimization Core Guidance References - SD 4.7.5 The triggers, inputs, outputs and interfaces of information security Core Guidance References - SD 4.7.6 Information security and the security information system (SMIS) Core guidance references SD 4.7.7 How the critical success factors and key performance indicators can be used and applied to demonstrate the efficiency and effectiveness of successful information security Core Guidance References - SD 4.7.8 Challenges and risks of ISM Core Guidance references SD 4.7.9 Contact hours recommended 4.0 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to ISM. Page 16 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO06 Demand This learning unit addresses how the demand process contributes to PPO practices. The lifecycle phase emphasized in this unit is service strategy. It provides a complete overview of the objectives, scope and importance of demand as a process, as well as of what activitybased demand and business activity patterns are. Demand policies, principles, concepts, activities, methods and techniques are explained in relationship to PPO practices. Managing demand for service is explored, as well as how it interfaces to service design. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: Purpose and objectives of demand Core Guidance References - SS 4.4.1 Scope of demand Core Guidance References - SS 4.4.2 Value to business Core Guidance References - SS 4.4.3 Policies, principles and basic concepts Core guidance references SS 4.4.4 Process activities, methods and techniques of demand Core Guidance References - SS 4.4.5 Note this includes SS 3.4.8 Defining service units and packages as it relates to Demand, specifically SS 4.4.5.5 Triggers, inputs, outputs and interfaces Core Guidance References - SS 4.4.6 Information and demand Core guidance references SS 4.4.7 Critical success factors and key performance indicators Core guidance references SS 4.4.8 Challenges and risks of demand Core guidance references SS 4.4.9 Contact hours recommended 4.0 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to demand. Page 17 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO07 Planning, protection and optimization roles and responsibilities This unit deals with how service roles and responsibilities contribute to planning, protection and optimization practices. In all the PPO focus areas, the key roles and responsibilities accountable for executing each process step are defined and discussed. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: The key roles/functions responsible for executing each process step as related to: Process manager Core guidance references SD 6.3.3 Process practitioner Core guidance references SD 6.3.4 Capacity process manager Core Guidance References - SD 6.3.9.2 Availability process manager Core Guidance References - SD 6.3.8.2 IT service continuity process manager Core Guidance References - SD 6.3.10.2 Information security process manager Core Guidance References - SD 6.3.11.2 Demand roles Core guidance references SS 6.8.10 Contact hours recommended 2.0 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to PPO challenges CSFs and risks. Page 18 of 21

Learning Unit Curriculum Subjects Covered Level of Difficulty ITIL SC: PPO08 Technology and implementation considerations ITIL SC: PPO09 Summary, Exam Preparation and Directed Studies This unit deals with technology and implementation considerations and how they contribute to planning, protection and optimization practices. The lifecycle phases emphasized in this unit are service design, service operation and service transition. Service design is specifically used to identify good practices and evaluation criteria for technology and tooling related to process implementation. This unit shows how service design can also be used to understand the consideration for implementing technologies in supporting processes within PPO practices, and in particular within designing technology architectures. Service operations provides the specifics on planning and implementing service technology support as well as a guide to generic requirements for technology to support process capability within service design, service operation and service transition. To meet the learning outcomes and examination level of difficulty, the candidates must be able to understand, describe, identify, demonstrate, apply, distinguish, produce, decide or analyse: The generic requirements for technology to assist service design Core Guidance References SD 7.1 The evaluation criteria for technology and tooling for process implementation Core Guidance References - SD 7.2 The good practices for practice and process implementation Core Guidance References - SD 8.2, 8.3, 8.4 The challenges, critical success factors and risks related to implementing practices and processes Core Guidance References - ST 9.1, 9.2, 9.3, SO 9.1, 9.2, 9.3, SD 9.1, 9.2, 9.3 How to plan and implement service technologies Core Guidance References SO 8.5 The consideration for implementing technologies in supporting the processes within planning, protection and optimization practice, in particular, designing technology architectures Core Guidance References - SD 3.7.3 Contact hours recommended 3.0 This unit summarizes the material covered in the previous units and prepares candidates for the examination. It is likely that most course providers will wish to offer, and review, at least one mock examination opportunity. Contact hours recommended 2.0 Up to Bloom s level 4 Applying and Analysing The candidate should reach a level of competence that supports problem solving, putting theory into practice and interpreting principles and relationships related to technology and implementation. Page 19 of 21

Lecture and exercises Meeting the learning objectives of this syllabus can be aided by the use of practical exercises during the delivery of an accredited course. It is recommended that course providers make use of exercises to enhance the reinforcement of the learning objectives in this syllabus. To aid course providers, there are areas within each learning unit whose learning objective includes such phrases as identify, describe, analyse, etc, which may be considered as opportunities to introduce practical course exercises. These are not mandated areas for practical exercises, but provided as suggestions for use by course providers. Format of the Examination Type Duration Provisions for additional time relating to language Prerequisite Supervised Open Book Eight (8) multiple choice, scenario-based, gradient scored questions. Each question will have 4 possible answer options, one of which is worth 5 marks, one which is worth 3 marks, one which is worth 1 mark, and one which is a distracter and achieves no marks. Maximum 90 minutes for all candidates in their respective language Candidates completing an exam: in a language that is not their mother tongue, and where the language of the exam is not their primary business language, have a maximum of 120 minutes to complete the exam and are allowed the use of a dictionary ITIL Foundation Certificate in IT Service Management (or other appropriate earlier ITIL and bridge qualifications see Prerequisite Entry Criteria on p5) Completion of an Accredited course from an ITIL Accredited Training Provider Yes No Pass Score 28/40 or 70% Criteria of Training Competence This syllabus can only be delivered to target groups by an accredited provider/trainer. Any provider/trainer must hold the following qualifications to be eligible to provide this syllabus: Criteria Eligibility Degree of proficiency validation Accredited Training Organisation Required The company shall be registered and in good standing with the Official Accreditor Instructor must present a valid certificate ITIL Planning, Protection and Required issued by an accredited Examination Optimization Certification Institute Instructor must present a valid certificate ITIL Expert Certification Required issued by an accredited Examination Institute Approved Delivery Structure Structure Training Delivery Operational Standard Requirements Training providers are free to structure and organise their training in the way they find most appropriate, provided the units of the syllabus are sufficiently covered. Training must be delivered via an ATO based on this syllabus. Training can be delivered virtually, via an e-learning/learning technology solution. Page 20 of 21

Terminology List After studying this course, the candidate is expected to understand the meanings of the following terms in the context of planning, protection and optimization. This list does not include terms that are explicitly mentioned within the learning units of this syllabus - for example, "critical success factor. access differential charging recovery option agreed service time downtime recovery point objective agreement early life support recovery time objective alert effectiveness redundancy analytical modelling efficiency reliability architecture event requirement asset expanded incident lifecycle resilience audit fast recovery response time availability fault tolerance return to normal availability fault tree analysis rights availability fixed facility risk information system availability plan gradual recovery service acceptance criteria backup high availability service capacity budgeting immediate recovery service catalogue business capacity information security service design package system business case information security policy service failure analysis business continuity integrity service knowledge system business continuity plan intermediate recovery service level agreement business impact analysis ISO/IEC 27001 service level business objective ISO/IEC 27002 service level requirement business relationship IT service continuity plan service level target capacity maintainability service portfolio capacity plan Management of Risk (M_o_R) service reporting capacity planning manual workaround service validation and testing compliance mean time between failures serviceability component capacity mean time between service simulation modelling incidents component failure impact mean time to repair single point of failure analysis confidentiality mean time to restore service supplier configuration item modelling threat continual service improvement operational level agreement threshold continuous availability outcome throughput continuous operation pattern of business activity tuning contract percentage utilization utility core service planned downtime vital business function countermeasure portable facility vulnerability crisis project warranty CSI register projected service outage workaround customer-facing service reciprocal arrangement design recovery -------------------------- E N D O F D O C U M E N T --------------------------------------- Page 21 of 21